Intuition and metacognition in medical education: keys to developing expertise
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York, NY
Springer
2006
|
| Schriftenreihe: | Springer series on medical education
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis Klappentext |
| Beschreibung: | XX, 151 S. |
| ISBN: | 0826102131 9780826102133 |
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents
Preface
xiii
Foreword by John Flavell, PhD
xv
Introduction
xvii
ONE An Emerging Paradigm for Medical
Education l
Knowledge keeps no better than fish —
Whitehead
Introduction
1
A Case for Lifelong Learning
1
Medical Expertise
3
Metacognition as the Foundation of Lifelong Learning
8
Summary
10
TWO Developing Expertise as the Aim of
Medical Education
11
...
intelligence is determined by internal structures, which are
likewise not formed but gradually become explicit in the course
of development, owing to a reflection of thought on itself —
Piaget
Introduction
11
Intelligence
12
Expertise
16
Capability and Competence
18
A Few Words of Wisdom
20
Summary
21
VII
viii INTUITION
AND METACOGNITION
three Metacognitive Capabilities
23
For under that language for which we have been listening
all our lives a new more profound language, underlying
all the dialectics offers itself —Williams
Introduction
23
Metacognition
23
Regulatory Capabilities
26
Planning
27
Reflection
29
Strategic Knowledge
30
Learning Style
30
Perspective Taking
32
The Risk of Too Much Metacognition
34
FOUR The Role of Intuition
37
...
no amount of rules and facts can capture the knowledge an
expert has when he has stored his experience of the actual outcomes
of tens of thousands ofsituations —Dreyfus and Dreyfus
Introduction
37
Intuition and Outcomes
37
Elements of Intuition
39
A Clinical Example
40
Intuition and Complexity
41
Developing From Novice to Expert
42
Summary
43
five Clinical Expertise: A Blend of Intuition
and Metacognition
45
In the contest between heart and head, clinicians often listen
to whispers from their experiences and vote with
their hearts —Myers
Introduction
45
A Complementary Processing System
45
Using Metacognitive Capabilities to Develop Intuition
46
Intuition or Metacognition
47
Summary
51
Contents ix
six Clinical Problem Solving
53
...
identify and define the problem; mentally represent the
problem; plan how to proceed; evaluate what you know about
your performance
...
—Davidson,
Deuser,
and
Sternberg
Introduction
53
The Role of Intuition in the Neonatal Intensive Care Unit
53
Surgical Intuition
55
Radiology and Search Superiority
56
Primary Care
57
Inpatient Medicine
59
A Metacognitive Approach
61
Step
1.
Defining the Problem
61
Step
2.
Mental Representation
64
Step
3.
Planning How to Proceed
64
Step
4.
Evaluation
66
Summary
67
SEVEN Communication and the Physician-
Patient Relationship
69
John did too much out-loud thinking, almost rambling to the
patient about what was going on in his head —Personal
communication from a preceptor
Introduction
69
Metacognition and Communication
69
Perspective Taking as the Foundation of
Metacommunication
72
An Example of Poor Perspective Taking in the Clinical
Encounter
73
Emotional Intelligence
74
The Example of Apology
74
A Word About Teamwork
76
Intuition and the Doctor-Patient Relationship
76
Concept of Thin Slices
77
Summary
79
EIGHT Professionalism
81
Without the Oath, the doctor is a skilled technician or
laborer whose knowledge fits him for an occupation
but not
a profession
—Pellegrino
Introduction
81
Professionalism Revisited
81
Professional Identity
83
χ
INTUITION
AND METACOGNITION
Collective Perspective Taking and Regulation
85
Self-Assessment and Reflection Applied to Social Behavior
86
Cultural Awareness
87
Intuition and Stereotyping
88
Respect
88
Honesty and Integrity
89
Altruism
90
Summary
92
NINE Teaching Expertise
93
Teachers become expert when they
...
discover and examine
their assumptions by viewing their practice through four
distinct lenses
..,
autobiographical, learners, colleagues
and literature —Brookfield
Introduction
93
Teaching Strategies
93
Teaching From Text
94
Experiential Narratives
94
Metacognitive Scripts
97
Surgical Case Description
99
Discussion and Metacognitive Analysis
100
Interacting With the Learner
100
Role Play
100
Teaching Style
102
Modeling
107
Faculty Development
108
TEN Self-Directed Learning ill
The ultimate goal is that, when school and faculty support
is no longer available, experience in clinical practice will
continue to motivate graduates, throughout their professional
careers, to use their developed skills to evaluate their performance,
identify personal learning needs, and select and evaluate
appropriate resources to achieve their goals — Miflin,
Campbell, and Price
Introduction
111
Learning Strategies
111
Planning and Controlling the Learning Process
112
Goals
113
Needs
113
Objectives
115
Methods
116
Evaluation
116
Strategies for Self-Directed Learning
117
Self-Questioning
117
Contents xi
Reading for Comprehension
118
Learning Portfolios
121
Review of Patient s Perspective (RPP)
122
Summary: Integrating Metacognitive
Skill Building Into the Curriculum
123
ELEVEN A New
Curricular
Paradigm for
Medical Education
125
...
to educate intuition it is necessary to improve the ability
to learn accurately from experience —Hogarth
Introduction
125
A New Paradigm
125
Culture of Medical Education
126
The Formal Curriculum
128
Competencies and Objectives
128
Focus on Experience
131
Evaluation
132
Summary
133
References
135
Index
145
Keys to Developing Expertise
Mark Quirk, EdD
...
the author shows in fascinating detail how metacognition and intuition
can be used to enhance the teaching of medical faculty and the lifelong
learning of their students. The book abounds with useful, concrete
suggestions for student activities.
..
as well as insightful cautions about
possible overreliance on these processes. I believe thatfostering metacognition
in medical teachers and students is both worth doing and feasible.
-From
the Foreword by John Flavell, PhD, Stanford University
From Mark Quirk, a
2006
Society of Teachers of Family Medicine s
Excellence in Education award recipient, comes the latest on improving
medical education.
In this volume, Quirk explores the idea of metacognition, the idea
that we can think about the way we or other people think, and thus
gain a better understanding of ourselves, our own cognitive processes,
and the patients we seek to help.
Written for medical educators
—
from medical school faculty to the
most self-reflective residents
—
this book will help you teach your
students and interns how to extrapolate lessons from experience and
integrate learning and practice. It will help them to think more clearly
and thoroughly about what they read, hear, and learn on a day-to-day
basis and thus become more informed and humanistic doctors.
|
| adam_txt |
Contents
Preface
xiii
Foreword by John Flavell, PhD
xv
Introduction
xvii
ONE An Emerging Paradigm for Medical
Education l
"Knowledge keeps no better than fish"—
Whitehead
Introduction
1
A Case for Lifelong Learning
1
Medical Expertise
3
Metacognition as the Foundation of Lifelong Learning
8
Summary
10
TWO Developing Expertise as the Aim of
Medical Education
11
".
intelligence is determined by internal structures, which are
likewise not formed but gradually become explicit in the course
of development, owing to a reflection of thought on itself"—
Piaget
Introduction
11
Intelligence
12
Expertise
16
Capability and Competence
18
A Few Words of Wisdom
20
Summary
21
VII
viii INTUITION
AND METACOGNITION
three Metacognitive Capabilities
23
"For under that language for which we have been listening
all our lives a new more profound language, underlying
all the dialectics offers itself"—Williams
Introduction
23
Metacognition
23
Regulatory Capabilities
26
Planning
27
Reflection
29
Strategic Knowledge
30
Learning Style
30
Perspective Taking
32
The Risk of Too Much Metacognition
34
FOUR The Role of Intuition
37
".
no amount of rules and facts can capture the knowledge an
expert has when he has stored his experience of the actual outcomes
of tens of thousands ofsituations"—Dreyfus and Dreyfus
Introduction
37
Intuition and Outcomes
37
Elements of Intuition
39
A Clinical Example
40
Intuition and Complexity
41
Developing From Novice to Expert
42
Summary
43
five Clinical Expertise: A Blend of Intuition
and Metacognition
45
"In the contest between heart and head, clinicians often listen
to whispers from their experiences and vote with
their hearts"—Myers
Introduction
45
A Complementary Processing System
45
Using Metacognitive Capabilities to Develop Intuition
46
Intuition or Metacognition
47
Summary
51
Contents ix
six Clinical Problem Solving
53
".
identify and define the problem; mentally represent the
problem; plan how to proceed; evaluate what you know about
your performance
.
"—Davidson,
Deuser,
and
Sternberg
Introduction
53
The Role of Intuition in the Neonatal Intensive Care Unit
53
Surgical Intuition
55
Radiology and Search Superiority
56
Primary Care
57
Inpatient Medicine
59
A Metacognitive Approach
61
Step
1.
Defining the Problem
61
Step
2.
Mental Representation
64
Step
3.
Planning How to Proceed
64
Step
4.
Evaluation
66
Summary
67
SEVEN Communication and the Physician-
Patient Relationship
69
"John did too much out-loud thinking, almost rambling to the
patient about what was going on in his head"—Personal
communication from a preceptor
Introduction
69
Metacognition and Communication
69
Perspective Taking as the Foundation of
"Metacommunication"
72
An Example of Poor Perspective Taking in the Clinical
Encounter
73
Emotional Intelligence
74
The Example of Apology
74
A Word About Teamwork
76
Intuition and the Doctor-Patient Relationship
76
Concept of "Thin Slices"
77
Summary
79
EIGHT Professionalism
81
"Without the Oath, the doctor is a skilled technician or
laborer whose knowledge fits him for an occupation
but not
a profession
"—Pellegrino
Introduction
81
Professionalism Revisited
81
Professional Identity
83
χ
INTUITION
AND METACOGNITION
Collective Perspective Taking and Regulation
85
Self-Assessment and Reflection Applied to Social Behavior
86
Cultural Awareness
87
Intuition and Stereotyping
88
Respect
88
Honesty and Integrity
89
Altruism
90
Summary
92
NINE Teaching Expertise
93
"Teachers become expert when they
.
discover and examine
their assumptions by viewing their practice through four
distinct lenses
.,
autobiographical, learners, colleagues
and literature"—Brookfield
Introduction
93
Teaching Strategies
93
Teaching From Text
94
Experiential Narratives
94
Metacognitive Scripts
97
Surgical Case Description
99
Discussion and Metacognitive Analysis
100
Interacting With the Learner
100
Role Play
100
Teaching Style
102
Modeling
107
Faculty Development
108
TEN Self-Directed Learning ill
"The ultimate goal is that, when school and faculty support
is no longer available, experience in clinical practice will
continue to motivate graduates, throughout their professional
careers, to use their developed skills to evaluate their performance,
identify personal learning needs, and select and evaluate
appropriate resources to achieve their goals"— Miflin,
Campbell, and Price
Introduction
111
Learning Strategies
111
Planning and Controlling the Learning Process
112
Goals
113
Needs
113
Objectives
115
Methods
116
Evaluation
116
Strategies for Self-Directed Learning
117
Self-Questioning
117
Contents xi
Reading for Comprehension
118
Learning Portfolios
121
Review of Patient's Perspective (RPP)
122
Summary: Integrating Metacognitive
Skill Building Into the Curriculum
123
ELEVEN A New
Curricular
Paradigm for
Medical Education
125
".
to educate intuition it is necessary to improve the ability
to learn accurately from experience"—Hogarth
Introduction
125
A New Paradigm
125
Culture of Medical Education
126
The Formal Curriculum
128
Competencies and Objectives
128
Focus on Experience
131
Evaluation
132
Summary
133
References
135
Index
145
Keys to Developing Expertise
Mark Quirk, EdD
".
the author shows in fascinating detail how metacognition and intuition
can be used to enhance the teaching of medical faculty and the lifelong
learning of their students. The book abounds with useful, concrete
suggestions for student activities.
.
as well as insightful cautions about
possible overreliance on these processes. I believe thatfostering metacognition
in medical teachers and students is both worth doing and feasible.
"
-From
the Foreword by John Flavell, PhD, Stanford University
From Mark Quirk, a
2006
Society of Teachers of Family Medicine's
Excellence in Education award recipient, comes the latest on improving
medical education.
In this volume, Quirk explores the idea of metacognition, the idea
that we can think about the way we or other people think, and thus
gain a better understanding of ourselves, our own cognitive processes,
and the patients we seek to help.
Written for medical educators
—
from medical school faculty to the
most self-reflective residents
—
this book will help you teach your
students and interns how to extrapolate lessons from experience and
integrate learning and practice. It will help them to think more clearly
and thoroughly about what they read, hear, and learn on a day-to-day
basis and thus become more informed and humanistic doctors. |
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| id | DE-604.BV023362891 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T21:09:44Z |
| indexdate | 2024-07-09T21:16:53Z |
| institution | BVB |
| isbn | 0826102131 9780826102133 |
| language | English |
| lccn | 2006012821 |
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| record_format | marc |
| series2 | Springer series on medical education |
| spelling | Quirk, Mark E. Verfasser aut Intuition and metacognition in medical education keys to developing expertise Mark Quirk New York, NY Springer 2006 XX, 151 S. txt rdacontent n rdamedia nc rdacarrier Springer series on medical education Enseignement médical Intuition Métacognition Medical education Metacognition Education, Medical methods Cognition Medizinische Ausbildung (DE-588)4169212-3 gnd rswk-swf Metakognition (DE-588)4169558-6 gnd rswk-swf Intuition (DE-588)4027532-2 gnd rswk-swf Medizinische Ausbildung (DE-588)4169212-3 s Metakognition (DE-588)4169558-6 s Intuition (DE-588)4027532-2 s b DE-604 http://www.loc.gov/catdir/toc/ecip0612/2006012821.html Table of contents only Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016546306&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016546306&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Quirk, Mark E. Intuition and metacognition in medical education keys to developing expertise Enseignement médical Intuition Métacognition Medical education Metacognition Education, Medical methods Cognition Medizinische Ausbildung (DE-588)4169212-3 gnd Metakognition (DE-588)4169558-6 gnd Intuition (DE-588)4027532-2 gnd |
| subject_GND | (DE-588)4169212-3 (DE-588)4169558-6 (DE-588)4027532-2 |
| title | Intuition and metacognition in medical education keys to developing expertise |
| title_auth | Intuition and metacognition in medical education keys to developing expertise |
| title_exact_search | Intuition and metacognition in medical education keys to developing expertise |
| title_exact_search_txtP | Intuition and metacognition in medical education keys to developing expertise |
| title_full | Intuition and metacognition in medical education keys to developing expertise Mark Quirk |
| title_fullStr | Intuition and metacognition in medical education keys to developing expertise Mark Quirk |
| title_full_unstemmed | Intuition and metacognition in medical education keys to developing expertise Mark Quirk |
| title_short | Intuition and metacognition in medical education |
| title_sort | intuition and metacognition in medical education keys to developing expertise |
| title_sub | keys to developing expertise |
| topic | Enseignement médical Intuition Métacognition Medical education Metacognition Education, Medical methods Cognition Medizinische Ausbildung (DE-588)4169212-3 gnd Metakognition (DE-588)4169558-6 gnd Intuition (DE-588)4027532-2 gnd |
| topic_facet | Enseignement médical Intuition Métacognition Medical education Metacognition Education, Medical methods Cognition Medizinische Ausbildung Metakognition |
| url | http://www.loc.gov/catdir/toc/ecip0612/2006012821.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016546306&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016546306&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT quirkmarke intuitionandmetacognitioninmedicaleducationkeystodevelopingexpertise |